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Family and Its Role in the Cultivation and Preservation of Traditional Folk Ćalić, М., & Đurđanović, М. (2020). Family and its role in the cultivation and preservation of traditional folk music at junior primary school age, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 8(3), 103-112. Original scientific paper UDK: 37.091.3::78(497.11) Received: November, 18.2020. Revised: December, 04.2020. doi: 10.23947/2334-8496-2020-8-3-103-112 Accepted: December, 07.2020. Family and Its Role in the Cultivation and Preservation of Traditional Folk Music at Junior Primary School Age Maja Ćalić1*, Miomira Đurđanović2 1Faculty of Pedagogy in Užice, University of Kragujevac, Serbia, e-mail: [email protected] 2Faculty of Arts in Niš, Department of Music Art, University of Niš, Serbia, e-mail: [email protected] Abstract: The cultivation of folk tradition begins in the family, and continues in a systematic and organized way in school as a certainly important task in the education and upbringing of children of junior primary school age. Factors contributing to the realization of this task include: a) school; b) family, and c) other out-of-school factors. Starting from the fact that the cooperation between one’s family and school should be based on partnership, and that learning about traditional folk music requires coordinated action, authors organized a survey aimed at: 1) examining the extent to which the cultivation of musical tradition within the family is reflected on the learning and adoption of related content in music education classes at junior primary school age; 2) determining the extent to which traditional folk music is cultivated in the family by listening to and playing such music; 3) examining the role of family in the process of introducing students to traditional folk music at junior primary school age with regard to other in-school and out-of-school factors. The authors have concluded, teachers believe that cultivating traditional folk music in one’s family is reflected in the form of recognition and improved student motivation for learning content, related to traditional folk music. Students believe that the activity of listening to folk music within family is an insufficiently utilized resource. The survey results confirm the hypothesis that the role of family should be significantly encouraged in relation to other out-of school factors. Keywords: traditional folk music, music education, family. Introduction The learning and development of each individual begins within the family. Parents are the first educators and teachers of their children, therefore children acquire their first knowledge, skills and habits in the family. Preschool institutions and school join in the process later, but the influence of one’s family never disappears. Modern family “is a product of historical trends in which elements of the traditional and the modern are intertwined” (Zuković, 2012a, 16). It functions even in turbulent times that generate uncertainty. As the society has changed, so has family, however, the way it operates, family relations and family values have remained permanent and unchangeable. Regardless of its faults, family environment is perceived as a place where one will always find security, support and protection. The current social context and the generally accepted value system define the quality of family life in the broadest sense, and thus impact family functioning (Zuković, 2012a). It should be noted that functional families are cohesive, stable, and their members cooperate frequently and productively. Such families are capable of facing and overcoming problems in a constructive way. The analysis of professional literature related to family functionality (DeFrain, 1999; Olson, 2000; Krysan et al., 1990; as cited in: Zuković, 2012a, 102) shows that experts’ are justified in their opinion that further research should be focused on successful families which could provide “insights on how family transfers positive values and encourages one to develop functional behavioral patterns” (Zuković, 2012a, 102). Results of the survey Happiness and Families with Children in Serbia conducted by the Public Policy Research Center for UNICEF show that family habits, family functioning and the social ties between its members play a significant role in the lives of individuals (Milanović and Andjelković, 2013). Unique family values are reflected in the transfer of its value system onto a child. A child lays the foundations of the esthetic, moral, value and every other system as part of a family. Family forms one’s attitude toward learning, education, knowledge and values. Our paper aims at drawing attention *Corresponding author: [email protected] www.ijcrsee.com 103 Ćalić, М., & Đurđanović, М. (2020). Family and its role in the cultivation and preservation of traditional folk music at junior primary school age, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 8(3), 103-112. to an important role of family - transmission and building of values that arise from our musical tradition. Through musical tradition, a child is introduced to the culture and history of his/her people, but also to the “history of mankind, because characters and events portrayed in traditional music also possess an element of universality, i.e. timelessness” (Pavlović and Cicović Sarajlić, 2013, 276). Given the fact that “children’s folklore has witnessed childhood through countless ages and the spiritual maturation of mankind” (Ljubinković, 1976, 57), the role of family is that of an intermediary of sorts between individuals and the values characteristic of a certain society, then and now. Based on the knowledge that parents possess a complete value system, they will serve as a model for identification which translates its beliefs into “systems of norms and customs, expressing them in an understandable language and linking them to specific child’s behavior” (Manić, 2016, 5). Family plays a significant role in musical development of children (Bogunović, 2008; Radoš, 2010). With the birth of a child, the first contact and the first perception of music in one’s native language occurs within the family, including: spontaneous singings (lullabies, jingles, nonsense verse, counting rhymes, amusements, etc.), listening to and playing music on different media, and body movement (clapping, tapping, rocking, swaying, rattling, etc.), all of which stimulates and develops children’s sense of melody and rhythmic pulse, as well as tempo (Nikšić, 2016, 18). Research in the field of musicolinguistics suggests that the musical experience of children acquired primarily within the family prior to starting school, and “authentically preserved” in our long-term memory” has invaluable importance in the learning of new music content (Levitin, 2011, 184). Family environment and Traditional Folk Music These first musical experiences a child acquires and develops within the family contribute to the development of a generally positive attitude toward music and playing instruments, which greatly and directly impacts “the formation of one’s musical taste and preferences” (Radoš, 2010, 124). Children’s attitude toward music greatly depends on their family, and the things it offers as a family model of behavior. If a family nurtures a positive relationship toward traditional folk music, it is likely that a child will also build a personal relationship with this music genre. In contrast, if children are left to their own devices when it comes to the formation of musical taste, it is likely that commercial music, as the most dominant and accessible at the moment, will shape their musical taste to a great extent (Nešić et al, 2006). One of potential solutions is to design and place a certain type of auditory performance containing elements of traditional folk music in every national environment. We can make such content more relatable and more familiar to children by repeating certain patterns based on which they should gain a certain musical experience. By enriching and expanding the children’s auditory experience, they will form their musical taste with an inherent affection toward the musical tradition of their people. Of course, in addition to traditional folk music, children should be introduced to other forms of traditional and original music, both from their own, and other countries as well. Nešić reminds us that “accepting the music of other nations and other historical periods, and understanding it (universalization of musical inclinations) doesn’t damage or threaten one’s affection for their own traditional music, just as learning foreign languages doesn’t make one forget their mother tongue” (Nešić, 2003, 232). Čokorilo (2013) points out that family still successfully resists modern challenges thanks to traditional patterns, and represents one’s intimate and very significant emotional community which helps preserve traditional values. It is, therefore, important that family should lay strong foundations for the preservation of tradition, language, origin and culture of one’s nation in contrast to other nations, which could help develop sensitivity toward musical values and familiarize people not just with their own musical tradition, but the tradition of other nations as well. Thus, family may help communities which have undergone significant cultural changes in the global age to strengthen their national values and preserve their tradition (Deletić, 2013). On the other hand, it is a fact that family is nowadays faced with serious challenges, media
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